We hear it in schools every day!
"He has no respect for adults!"
"She does not follow my rules."
"I told him to come to me and he walked away."
"She just does not respect authority."
We often allow these comments to pass us by just as we would a morning greeting or a check-in from a colleague. However, these phrases are indicators of the incorrect and dangerous assumption that power in school resides with the adults and is accepted by students. In her beautiful text Teaching to Transgress, bell hooks describes a classroom that is a "democratic setting where everyone feels responsibility to contribute" (p. 38). This statement sounds simple and straightforward but what it means is a complete transformation of the traditional power structures in a classroom and a flattening out of power, inquiry and contribution. If a teacher is determined to really know student and share power with them they must be aware of three critical elements at play:
1. Relationships are not Free they're Forged
Quoting bell hooks and expressing a desire to level power structures in class sounds both simple and utopian. However, what hooks realized and what many teachers who have restructured power relations in their classrooms and schools have to do is realize is that teacher-to-student and student-to-student relationships cannot be assumed but have to be forged intentionally and often through difficult conversations and deep vulnerability. Humans have a deep desire to connect, it is born in them and part of our DNA but we do not do this without feeling safe. If a teacher is demanding respect or deference what they are doing is using their power to make students obey which is contrary to how human relationships naturally occur. Teachers who want to revolutionize their classrooms or schools that want to alter how their culture works must realize that relationships are the crux of all development and that connecting human-to-human on a regular basis must be a shared value. Without relationships and a desire to have students co-create a learning space, expectations or culture there will always be a power structure that props up those who have always had power while continuing to marginalize those who have always been marginalized.
2. Consequential and Inconsequential Interactions Shape Student Behaviors.
In my first year teaching in central Denver a parent came by my room to check-in on his student. We had a long dialogue and I confided in him the struggles I was having with my 9th graders. He assured me to keep on the path I was going but also reminded me of one powerful perspective I will never forget. He said
3. Respect is Greater than Authority
So many educators default to using their authority because they struggle to earn respect. Students are smart, aware and savvy. They know when adults have their best intentions in mind and they know when adults are going through the motions or playing the part. Teachers who have the ability to shape, mold, influence and guide do so based on respect not authority. Authority matters in a classroom or school, students can and will respect authority and defer if necessary but only if they feel respected, safe and heard. If they are not respected they will not give respect. If they are not safe, both mentally and physically, they will not trust the adults around them who are supposed to be the creators and defenders of a safe classroom and school and if students are not heard they will not listen. Do not get me wrong, authority plays an important role in schools but it also built through deep relationships, follow-through and the creation of a safe environment. Students will respond to authority when their needs for safety and respect are met.
"He has no respect for adults!"
"She does not follow my rules."
"I told him to come to me and he walked away."
"She just does not respect authority."
We often allow these comments to pass us by just as we would a morning greeting or a check-in from a colleague. However, these phrases are indicators of the incorrect and dangerous assumption that power in school resides with the adults and is accepted by students. In her beautiful text Teaching to Transgress, bell hooks describes a classroom that is a "democratic setting where everyone feels responsibility to contribute" (p. 38). This statement sounds simple and straightforward but what it means is a complete transformation of the traditional power structures in a classroom and a flattening out of power, inquiry and contribution. If a teacher is determined to really know student and share power with them they must be aware of three critical elements at play:
1. Relationships are not Free they're Forged
Quoting bell hooks and expressing a desire to level power structures in class sounds both simple and utopian. However, what hooks realized and what many teachers who have restructured power relations in their classrooms and schools have to do is realize is that teacher-to-student and student-to-student relationships cannot be assumed but have to be forged intentionally and often through difficult conversations and deep vulnerability. Humans have a deep desire to connect, it is born in them and part of our DNA but we do not do this without feeling safe. If a teacher is demanding respect or deference what they are doing is using their power to make students obey which is contrary to how human relationships naturally occur. Teachers who want to revolutionize their classrooms or schools that want to alter how their culture works must realize that relationships are the crux of all development and that connecting human-to-human on a regular basis must be a shared value. Without relationships and a desire to have students co-create a learning space, expectations or culture there will always be a power structure that props up those who have always had power while continuing to marginalize those who have always been marginalized.
2. Consequential and Inconsequential Interactions Shape Student Behaviors.
In my first year teaching in central Denver a parent came by my room to check-in on his student. We had a long dialogue and I confided in him the struggles I was having with my 9th graders. He assured me to keep on the path I was going but also reminded me of one powerful perspective I will never forget. He said
"Remember, whenever a teacher with power interacts with a student it is a consequential interaction. The student must do what the teacher says or face a consequence. However, when that student interacts with a teacher often times those interactions for the adult in power are inconsequential; they don't have to do anything if they don't want to. For my son's sake be an adult who understands that every interaction is either authentic or consequential."What this parent was telling me was to connect authentically, to know my power and to make sure I was not imposing consequences as a way to maintain power but that I was connecting in order to share power. This comment changed the entire way I thought about my power and has, in many ways, shaped my career. The power of interaction and the power of consequential and inconsequential interactions. This is a reminder to us all that power is consequential and that many of our students push back on consequential power because it is both inverse to how power should be shared and because they know it is used to further marginalize and oppress.
3. Respect is Greater than Authority
So many educators default to using their authority because they struggle to earn respect. Students are smart, aware and savvy. They know when adults have their best intentions in mind and they know when adults are going through the motions or playing the part. Teachers who have the ability to shape, mold, influence and guide do so based on respect not authority. Authority matters in a classroom or school, students can and will respect authority and defer if necessary but only if they feel respected, safe and heard. If they are not respected they will not give respect. If they are not safe, both mentally and physically, they will not trust the adults around them who are supposed to be the creators and defenders of a safe classroom and school and if students are not heard they will not listen. Do not get me wrong, authority plays an important role in schools but it also built through deep relationships, follow-through and the creation of a safe environment. Students will respond to authority when their needs for safety and respect are met.
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